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Wednesday, April 23, 2014

Upcoming Presentations by NESCA Director of Behavioral Services Jessica Minahan, M.Ed., BCBA


April 23, 2014

If you've never attended one of Jessica Minahan's workshops, you are seriously missing out! In plain English, she teaches strategies and techniques of proven effectiveness and practical value.  Here are two that you might want to attend:

April 30, 2014: Marshfield SEPAC, Marshfield, MA. Please click on the link below for complete details.
The Behavior Code: Effective Strategies for Students with Anxiety

May 1, 2014: Full-Day Training - Massachusetts Elementary School Principals’ Association (MESPA). Please click on the link below for complete details.
Rethinking Behavior Support: Effective Interventions for Students with Anxiety-Related and Oppositional Behavior

These talks are free and open to the public. Advance registration may be required.

About Jessica Minahan, M.Ed., BCBA

Jessica Minahan is co-author, with Psychiatrist Nancy Rappaport, of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students, published by Harvard Education Press.

She holds a B.S. in Intensive Special Education from Boston University, and a dual master’s degree in Special Education and Elementary Education from Wheelock College. She has a certificate of graduate study (CGS) in teaching children with Autism from University of Albany, and received her BCBA training from Northeastern.

Her additional Massachusetts and other professional certifications include Teacher of Students with Special Needs (Pre-K through 9), Intensive Special Needs (All Levels), Professional Early Childhood (Pre-K through 3), Special Education Administration (All Levels, Initial), Crisis Prevention Intervention Trainer and Wilson Reading Level 1.

Since 2000, she has worked with students who exhibit highly challenging behavior in both their homes and schools. She specializes in creating behavioral intervention plans for students who demonstrate explosive and unsafe behavior. She also works with students with emotional and behavioral disturbances, anxiety disorders, high-functioning autism and Asperger’s Syndrome.

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